This Digest of a larger report with the same title examines the application of learning theory to the quality of learning in undergraduate college classrooms. Relevant theories are identified, including theories which address college students' attributions for success or failure, self-efficacy, social constructivism, conscientization, multiple intelligences, and learning styles. The knowledge base supporting these theories, as applied to college students, is briefly summarized. Specific practices which emanate from these theories and promote learning by college students are identified: they include social learning experiences, various instructional models that deviate from the lecture format, varying expectations for student performance, choices that allow students to capitalize on personal strengths and interests, overt use of sociocultural situations and methods that provide authentic contexts, and course material that demonstrates the value of diverse cultures. The digest concludes by posing questions which remain to be answered, such as how an instructor can help students learn by modifying their beliefs and attributions. (DB)